ABSTRACT
This chapter begins from the premise that any teaching, be it enhanced by digital technologies or not, in order to be effective, that is maximise student learning, needs to be based on a principled understanding of learning and on insights from psychology and learning theory. It examines the potential of digital technologies in relation to some of what is known about how we learn as a basis for informed decisions about whether, when and how best to use digital technologies for pedagogical purposes. The chapter focuses on theories of and perspectives on learning; the affordances of technology can only be sketched out in an indicative manner due to a lack of space. It also explores the notion of learning in some detail with a view to identifying key features and processes the affordances of digital technologies can be used to support and maximise.
